Teaching Tracheotomy Care and Management

Posted: January 15th, 2023

Teaching Tracheotomy Care and Management

This week you will submit your approved teaching project plan along with your narrative (word document). The narrative documents your teaching experience. Reflect on your objectives, methods of teaching, were they effective for the audience, the education you provided, educational tools used, and evaluation tools used. Include how your project incorporated attention to age related learning principles, cultural factors, and contextual factors. It is expected that you include references, other than your text to support your project topic and teaching plan. You are expected to use citations within the body of your narrative document, remember to include a reference page. The narrative and references are to be in APA format. On a separate word document you will write a detailed reflection of your teaching experience. The personal reflection will be submitted with your completed self-evaluation (student) form. • Areas that you are expected to include in the reflection: documentation of the learning principles that help to guide the development of your teaching plan, cultural factors that were considered, contextual factors, learning assessment, how does the one selected evaluate the learning of the population of the audience and why, the learning styles associated with the age and development of the audience selected, learning theory related to teaching methods, and program planning. • Describe what went well, what didn’t go as planned, what you would do differently next time if you presented the same topic again, what would you remember from this experience that you would implement when developing another teaching project to present to a new audience. • What were the outcomes of the summative evaluations, what did you learn from the evaluations? • It is expected that you will use citations and references to support your writing. Teaching Tracheotomy Care and Management


The objectives for my teaching plan were to identify the ABC priorities in caring for patients with tracheostomy; identify the essential equipment required for suctioning and changing tracheostomy tube; to demonstrate the skills required to suction and change a tracheostomy tube. These objectives aimed to ensure that the target patients gained the required skills and knowledge to: take care of the tracheostomy tube and the stoma; change the tracheostomy tube; and identify or prevent any possible complications.

The methods used in teaching included the teach-back method; return demonstration; and post quiz. The teach-back method allowed me to assess how the audience had processed the taught information (Yen & Leasure, 2019). In return demonstration, the audience would demonstrate skills such as how to suction and change a tracheostomy tube. The post-quiz was used to assess the level of learning the audience acquired regarding the taught content. These teaching methods were effective as the audience indicated satisfactory knowledge and skills acquisition regarding tracheostomy care. Teaching Tracheotomy Care and Management

The provided education covered aspects such as different types of tracheostomy and whether they are cuffed of cuffless; filling the tracheostomy cuff; identifying the size of their tracheostomy and the downsize; caring and changing the tracheostomy tube; securing the tracheostomy ties; suctioning a tracheostomy; and cleaning and charging a suction machine. This content ensured that all aspects of tracheostomy were covered.

Evaluation tools used included return demonstration and post quiz to assess if the audience had gained the taught skills and knowledge about tracheostomy care. In addition, learners’ checklists were also used to assess if the audience met all requirements of the teaching (Marcus, 2014).

The English language was used during teaching after it was confirmed that all audience members were familiar and conversant with the language. Each teaching lesson was scheduled for 30 with breaks. This was done to prevent fatigue especially for the elderly learners and allow time for interactions. The beliefs and practices of the audience were integrated into the teaching plan to ensure the teaching was relevant to the audience (Palis & Quiros, 2014).

Reflection of the Teaching Experience

The audience included adult learners. Therefore, the learning principles that guided the development of the teaching plan were that adults are self-directed, learn by doing, are practical, and also, they must be shown respect during teaching (Khalil & Elkhider, 2016). As a result, the selected teaching methods such as teach-back and return demonstration ensured that the audience was able to practice the taught information. Since adults are self-directed and goal-oriented, before the teaching the audience was explained the purpose, content, and the importance of the learning.

Cognitive theories were applied during teaching. Accordingly, the teaching materials were organized in a manner that allowed learners to acquire and process the information easily Mukhalalati & Taylor, 2019). This was especially relevant for elderly learners who require straightforward and simplified information during learning to ensure they process the content easily. Various teaching strategies were also used to help the audience explore the taught information and concepts from different angels (Mukhalalati & Taylor, 2019). Since learners learn by observing, techniques such as return demonstration were used as they allowed the audience to observe techniques such as caring and changing the tracheostomy tube and then demonstrating.

The teaching experience was quite successful. The summative evaluated indicated that the audience had acquired the taught content as they all scored above average and successfully demonstrated the taught skills. Through the summative evaluations, I was able to measure the achievement of the learners and the acquired skills and knowledge. I learned that summative evaluations are important in assessing the level of knowledge and skills after learning (Helminen et al., 2016). Teaching Tracheotomy Care and Management


Helminen, K., Coco, K., Johnson, M., Turunen, H., & Tossavainen, K. (2016). Summative assessment of the clinical practice of student nurses: A review of the literature. International journal of nursing studies, 53, 308-319.

Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in physiology education, 40(2), 147-156.

Marcus C. (2014). Strategies for improving the quality of verbal patient and family education: a review of the literature and creation of the EDUCATE model. Health psychology and behavioral medicine, 2(1), 482–495. https://doi.org/10.1080/21642850.2014.900450.

Mukhalalati, B. A., & Taylor, A. (2019). Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators. Journal of medical education and curricular development, 6, 2382120519840332. https://doi.org/10.1177/2382120519840332.

Palis, A. G., & Quiros, P. A. (2014). Adult learning principles and presentation pearls. Middle East African journal of ophthalmology, 21(2), 114–122. https://doi.org/10.4103/0974-9233.129748.

Yen, P. H., & Leasure, A. R. (2019). Use and Effectiveness of the Teach-Back Method in Patient Education and Health Outcomes. Federal practitioner: for the health care professionals of the VA, DoD, and PHS, 36(6), 284–289.


Teaching Tracheotomy Care and Management

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